 Mae'r ddechrau yng Nghymru wedi Gwein Barry yw Canterbury Christ Church University. Gwein, rydyn ni'n cael ei ddweud o'r projekte i'r i-borrow, sy'n cael ei ddweud o'r ddweud o Gwein. Rydyn ni'n cael ei ddweud o Gwein? Rydyn ni'n cael ei ddweud o Gwein. Rydyn ni'n cael ei ddweud o Gwein. Rydyn ni'n cael ei ddweud o Gwein. Rydyn ni'n cael ei ddweud o Gwein. Rydyn ni'n cael ei ddweud o'r cyfeiraint i'r i-borrow y projekte. Y projekte eraill wedi gwneud y Ffaze 2 a'r Gysgr Intervailol Ionaiseol Cymraeth. Rydyn ni'n cael ei ddweud y 2009, Cymraeth Fawr, ac rydyn ni'n cael ei ddweud o'r ond o'r cyflwyno hwnnw o'r 2010. Rydyn ni'n cael ei ddweud o'r projekte. cyd-dyniad yng nghylchedd ar y cyd-dyniad yn fawr drifiwr ar gyfer y dyniad. Felly, mae'r cyd-dyniad yn bach o'r ddwylo, ac mae'r cyd-dyniad yn ddwylo chi'n gweld cyd-dyniad ac oedd am y ddweud ar gynllun o'r cyd-dyniad yn yr unig, ac mae'r cyd-dyniad yn ein gweithio o'i gwirio ar y cyd-dyniad a'u gwirio ar y cyd-dyniad history and named to create a large 35 million pound library and student building and key to this with the provision of ICT for student news. All this is what you can see on the fourth floor. Augustine House has approximately 12,000 square metres of open-plan space that's been used for library critical students services, flexible learning space has been broken to zones such as quiet area or group study area. Yn ddweud o'r cyffredin o'r teres, dyn nhw'n cafes, y 500 seit, ddechrau cyflwyno cyflwno ym mhwysgol, gyda'r ddechrau, o'r ddweud o'r ddwylliant o'r cyfnod. Yn ddweud o'r ddweud, mae'n ddweud y tenchol a'r ddweud o'r awgwyr. Mae'r concepta i bod yn bwysig Menchwyddiol yn dweud o 100 dynion iawn mewn cwmpaith yn Gwyllgor Rydw i Ddoearol i'u bwysig, hanrydd ei lawr i ddoeithio llwyth gyda hynny. Yn dod bod yn ein gwirionedd yn ddoeithio Gwyllgor Rydw i Ddoeithol yno yna. Ac mae'r cyffredinog yma yn ystod o'r 1,000 netbook ar y cemento 5 Giulioóa ddydd gyda 8gb microbyn. Mae'r cyffredinol eiffydd o Nein ac dim cyfwyr yma, at y time windows 7 wasnt available, but would have been the better option. The net books made use of the edrym wireless system to connect to Microsoft's terminal server 2008. This meant we were able to deliver core student software like Microsoft Office Suite, Internet Explorer, SPSS, et cetera, using Microsoft's application virtualization, and students were able to connect to their network and their profile quite easily. As well as that, we embedded a radio frequency identification tag that allowed us to track the movement of the network within Augusting House, which would hope to tell us something about the learner footprint, and I should be revisiting this notion of learner footprint a bit later on. It was clear that the location tracking on its own would not provide us with what was going on pedagogically inside that building in terms of the mobile device that's been used and the learning spaces that were being occupied. So when Augusting House opened its doors to students and staff in September 2009, we resorted to some good old-fashioned research methodologies such as surveys, interviews and observations. As a slight aside, I just want to say that due to a technical glitch with our building security system, we weren't able to make the iBorrow networks available to anybody at that time. So what you see here is a very fortuitous opportunity to observe how students are using the Augusting House without the iBorrow networks. And as you can see, there's lots of red areas indicating where students are sat at fixed desktop PCs, and we have a smattering of yellow areas where students have bought their own laptops. The iBorrow network then became available to students and staff to use in November 2009. So now we can compare this slide with the previous slide. We still have lots of people sat at the fixed desktop PCs. We still have a smattering of yellow boxes where people bought their own laptops. And now we have a proliferation of green boxes indicating iBorrow usage, which not only sort of indicates the take-up, but also more importantly how the space is being used. It's being used quite widely. I mentioned about the learner footprint, and just to explain a bit about that, we use location tracking data. Supplemental of that, we use anonymised student demographic data, so it covers things like age, gender, the course they're taking, how long they've been on that course and so on and so forth. And we take snapshots every five minutes, so we've got 200 netbooks every five minutes in a day. We're collecting something like 57,000 records, which is quite mind blowing. Anyway, so we're collecting this data to sort of try and get a sense of the learner footprint and try and gain some insight about how students are using spaces with the netbooks and how long they spend in those spaces. So here's an example of that kind of data we are collecting. It's also used quite widely across the disciplines, more than others. Again, this could be down to how students or rather tutors engage with the building and how the students are being encouraged. Also subjects like education and health have placements, so they don't feature quite highly in there. This is an interesting slide that shows you how students are using the netbooks. We were sort of expecting them to be doing an awful lot of social networking, but as you can see there's an awful lot of work and learning going on, and interestingly the blackboard, RVLE, doesn't feature quite highly in there. Some views about the students, about the netbooks as you can see. Flexibility has been the key success factor that has facilitated better group work and collaboration. We have to take the rough of this move, and it's clear that most students would prefer to work on desktop because that's where they do real work, as they like to call it. For some, the site of the netbook had proved to be an issue. Finally, the last slide, all our technical project evaluation reports can be found on the IBO website along with links to our project blog, Flickr site, and the presentation that we made during our national conference in March 2010. Thank you for listening. Thanks, Ryan.